INFANT SCHOOL LEVEL (EARLY CHILDHOOD DEVELOPMENT TO …mopse.co.zw/sites/default/files/public/teacher... · - Infant school goals CURRICULUM fOR PRIMARY AND SECONDARY EDUCATION (2015

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

ENGLISH LANGUAGE

INFANT SCHOOL LEVEL(EARLY CHILDHOOD DEVELOPMENT

TO GRADE 2)2015 - 2022

Curriculum Development and Technical ServicesP.O. Box MP 133Mount PleasantHarare

© All Rights ReservedCopyright 2015

ZIMBABWE

TEACHER’S GUIDE

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

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English Language - (Early Childhood Development To Grade 2)

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to acknowledge the Curriculum DevelopmentTechnical Services Staff (CDTS) and United Nations Children’s Fund (UNICEF) in the compilation of this guide.

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TAbLE Of CONTENTSAcknowledgements ....................................................................................................1

1 Part A: Organisation of the guide..................................................................3

2 Unit 1: Curriculum for Primary and Secondary Education (2015-22).........4

3 Unit 2: Syllabus Intepretation ........................................................................6

4 Unit 3: Schemes of Work..............................................................................12

5 Unit 4: Lesson Plan.......................................................................................15

6 Unit 5: Record Keeping ................................................................................18

7 Part b: Curriculum Delivery .........................................................................19

8 Unit 6: Competency Matrix...........................................................................25

9 Anenexure 1 Scope and Sequence Chart...................................................28

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PART A: ORGANISATION OfTHE TEACHER’S GUIDE

This Teacher’s Guide is divided into two parts,namely, Part A and Part B. Part A covers the criticaldocuments which you the teacher must have inorder to cover the curriculum effectively. The criticaldocuments are:

l The Curriculum Framework for Primary andSecondary Education 2015-2022

l The School Syllabus l Schemes of Work l Lesson Plans l Progress Recordsl Register of Attendancel Learner Profiles.

Part B deals with curriculum delivery namely theContent, Objectives, Methods and Instructionalmaterials, Classroom Management, Assessment andEvaluation.

CRITICAL DOCUMENTSINTRODUCTION

This Teacher’s Guide assists you the teacher inhandling the Infant (Early Childhood Development)to Grade 2 English Language learning area whichfalls under the Languages. After going through thisguide, it is hoped that you will be better able toguide learners in handling this learning area.Accordingly, the guide’s main thrust is on thelearning and teaching of English Language forInfant learners (Early Childhood Development toGrade 2).

As a teacher it is important for you to have accessto the following critical documents in order to deliverthe English Language effectively:

l Curriculum Frameworkl National Syllabusl School Syllabusl Schemes of Work/Scheme Cum Planl Lesson Plansl Learner Profilesl Progress Recordsl Register of Attendance

RATIONALEThis Teacher’s Guide covers the learning andteaching of English Language from ECD tograde 2 taking into account the importance ofEnglish as a tool for communication and cultural,political, religious, social and economicdevelopment. It seeks to utilise Information andCommunication Technologies (ICTS) toenhance teaching and learning of EnglishLanguage. The Teacher’s Guide seeks to helpthe teacher to prepare learners to use Englishin studying other learning areas across thecurriculum while also offering opportunities forlifelong learning. It develops skills of criticalthinking, problem solving, leadership and self-esteem, Information and CommunicationTechnology (ICT) and resource managementleading to social and economic development.Therefore, critical documents give you importantguidelines to enable you to deliver the newcurriculum effectively.

ObJECTIVES It is hoped that after going through this unit, you will beable to:

l implement the English Language Syllabus l manage your class effectivelyl mobilise the teaching and learning resourcesl prepare appropriate, engaging teaching aidsl track the learner’s progress during the learningprocess

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The Curriculum Framework 2015-2022 gives a vision and direction of the education system of Zimbabwe and thekind of a school graduate that Zimbabwe needs. It is important for you as a teacher to read and be familiar with thecontents of the Curriculum Framework as a policy document to guide you through the implementation of the NewCurriculum.This policy document outlines underpinning principles, national philosophy, learning areas, the descriptionand expectations of MoPSE at policy level. It prescribes what the government expects you to deliver as you go aboutyour duties.

ObJECTIVES

By the end of this unit you should be able to:

l understand the contents of the Curriculum Framework

l comprehend the contents of the Primary School Curriculum as a policy to guide you through the implementation of the New Curriculum

l understand the principles underpinning the New Curriculum

l read and understand the key competencies expounded in the Curriculum Framework

KEY ELEMENTS Of CURRICULUM fRAME WORKHere are some of the key elements/components that are covered in the Curriculum Framework:

l Principles and values guiding the curriculum. These include the following among others:

- Philosophy underpinning the curriculum

- Policy guidelines

- Generic principles guiding the curriculum

- Learner exit profiles

- Knowledge

- Skills

- Values

- National identity

l Goals of the curriculum- Organisation of the school curriculum - Infant school goals

CURRICULUM fOR PRIMARY AND SECONDARY EDUCATION (2015 -2022)

INTRODUCTION

UNIT 1

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- Junior school goals

- Learning outcomes

- Learning areas

-The learning areas at Infant School Level

- Visual and Performing Arts

- Physical Education

- Mass Displays

- Indigenous Languages

- Mathematics and Science

- Heritage - Social Studies

- Information and Communication Technology (ICT)

l Cross-cutting and emerging issues at Infant School Level and Junior school curriculum

-Languages

- Science and Technology

- Mathematics

- Heritage - Social Studies and (LOP) Life Orientation Programme

- Visual and Performing Arts

- Physical Education, Sport and Mass Displays

- Agriculture

- Family, Religion and Moral Education (FAREME)

l Learning Areas at Secondary School Level (Form 1 to Form 4)l Learning Areas at Forms 5 and 6 l Teaching and learning methodsl Assessment and learning

- Assessment of skills, abilities and knowledge

- Relevance of school-based continuous assessment

- Assessment of learning (formative assessment)

- Assessment of learning (summative assessment)

- Performance - based assessment (PBA)

- Strategies for effective curriculum implementation

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As a teacher you constitute the backbone of any education system and as such your ability to deliver lessons dependson careful planning. Planning begins with syllabus interpretation, which form the basis for the development of aNational Syllabus, School Syllabus, Scheme of Work and a Lesson Plan. You need to learn how to interpret thesyllabus correctly

Understanding Syllabus Interpretation

l Simply, it is the process of making sense of the syllabus.

l Interpretation is about finding meaning.

l It is the process of unpacking the syllabus, analysing it and synthesising it.

Interpreting the SyllabusSyllabus interpretation focuses on the following:

l The National Philosophy/Vision as spelt out in the preamble (as derived from the Framework).

l The Syllabus Aims and Objectives: This is what the syllabus intends to achieve within the learners.

l The Oontent: This refers to the knowledge, skills, attitudes and competences. Content constitutes the heart of the syllabus. Therefore, syllabus interpretation facilitates breaking down of content intoteachable units.

ObJECTIVES By the end of this unit you should be able to interpret the English Language National Syllabus

TYPES Of SYLLAbUSES Syllabuses are key documents for every teacher. There are two types of syllabuses namely the:

l National Syllabus

l School Syllabus

OffICIAL OR NATIONAL SYLLAbUSAs a teacher, you should be able to interpret the National and the School Syllabus and these contain the followingcomponents:

Aims, Content, Assessment objectives, Methodology and the Assessment or examination - format.

UNIT 2

SYLLAbUS INTERPRETATION

INTRODUCTION

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It is a policy document that outlines and specifies the Learning Area Philosophy, Aims and Objectives,Llearning /Teaching Concepts and content, Suggested Methodology and Assessment criteria at every grade level. You shouldalways have it and use it to guide you in your day to day teaching and learning activities.

fACTORS INfLUENCING DRAfTINGWhen drafting a school syllabus, we must consider the following factors;

l National goals and subject options available on national curriculum list. This states the national identity and philosophy as well as address national needs.

l The learners physical, mental and emotional state:

- Physical: Consider disabilities, complexity of manipulative skills.

- Mental: Consider level of maturity and cognitive development.

- Emotional state: Consider values and attitudes to be developed.

l Resource availability: Consider the facilities and materials available. Consider the qualifications, number, experience and level of training of personnel available.

l Community influences: consider the religion, beliefs and values of local people.

l Evaluation system and strategies: consider how the curriculum is evaluated and whether it will be possible to evaluate it effectively in a particular school environment.

l Time allocation in the official syllabus.

l Local conditions that affect the choice and sequencing of topics.

l Education technology.

l Elements

The National Syllabus consists of:

l Cover page

l Acknowledgements

l Contents page

l Preamble

l Introduction

Types of Syllabuses

NATIONAL SYLLAbUS

Definition

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l Rationale

l Summary of content

l Assumptions

l Cross Cutting Issues

l Aims

l Objectives

l Methodology and Time Allocation

l Topics

l Competence Matrix

l Content Matrix

l Assessment

Elements (Structure of School syllabus)

l Aims: Are broad indications of what the learners should learn

l Objectives: Learner behavior at the end of the teaching learning experience (competencies).

l Topics/content and activities

l Methodology: This must be learner centred. Therefore, teaching approaches to achieve desired learning outcomes must be learner centred. Learner centred approaches allow learners to practice skills and to display their key competencies.

l Instructional or teaching materials

l Assessment

To interpret the syllabus one needs to identify its components and establish links between and amongthem. Components of the syllabus include:

Cover page

This is the front cover of the syllabus that states the learning area and level.

Acknowledgements

This is the list of those who participated in the development of the syllabus. Names are not mentioned but the organisation that the members represented. Funders of the syllabus, experts or consultants are also acknowledged.

Contents page

This lists the contents of the syllabus and page numbers.

Preamble

The preamble consists of introductory notes to the syllabus. It has five sub-titles.

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Introduction: Gives a brief insight into the Learning Area.

Rationale: This is a justification of why this particular learning area is included in the curriculum.

Summary of content: This is a summary of what should be learnt in a particular Learning Area.

Assumptions: Learners do not come tabularasa into the classroom. That knowledge that we assume they already have is what we call

assumptions.

Cross- cutting themes: These are emerging and contemporary issues that cut across all Learning areas. Teachers should find ways of incorporating them in their teaching wheneverpossible. These are:

- ICT

- Gender

- Children rights and responsibilities

- Disaster risk management

- Financial literacy

- Sexuality, HIV and AIDS education

- Child protection

- Human rights

- Collaboration

- Environmental issues

N.b Not all Cross-cutting themes can be applied in all Learning Areas, some are more applicable to particular learningAreas than others.

Presentation of the syllabus

This is a description of how the syllabus is presented.

Aims

These are general statements of what the Learning area intends to achieve (major outcomes). They are long termand therefore broad. They generally cover the whole Learning area for example from ECD A to Grade 2. They maydiffer from level to level for the same learning area for example Grade 3 -7. They cover all domains of Bloom’sTaxonomy and should carter for all learners (inclusivity).

Syllabus objectives

These are specific competencies of the Learning areas and are derived from the aims. In curriculum they should beSMART (Specific, Measurable, Achievable, Result oriented and Time framed).

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Methodology and Time allocation

Methodologies are broad approaches that are suggested for a given Learning area. They are guided by theCurriculum Framework’s thrust i.e. skills or competence based, promoting critical thinking and problem solving. Theyare also child centred rather than teacher centred.

Time allocation This reflects the number of periods and their duration for a particular Learning area.

Topics

These are the main posts or pillars of the content for the levels given in itemised form. They form the core of a givenlearning area. In some subjects topics may be based on broad skills for example Languages and Practicals. Topicsare broken into sub-topics in the competency matrix depending on the Learning area.

Scope and sequence

It shows the depth and breadth of the content. Sequence refers to ordering of the information. Information is arrangedaccording to logical ordering of the subject from the simple to difficult concepts. Generally, the same concept cutsacross all levels differing in depth as children progress to higher levels. (Spiral approach)

Competency matrix

It is a table that gives the concepts/content to be taught or competencies to be acquired. It is developed from theScope and Sequence. It includes Topic/Skill, Objectives, Unit/Competence, and Content, Suggested LearningActivities and Suggested Resources.

Assessment

This section gives information on how the learning area will be assessed, the Weighting and Skills to be tested, Typesof Questions and Duration of each Paper. It gives information on how the three forms of assessments namely;Formative, Continuous, and Summative will be conducted and the percentage allocated to each. It also includesinformation on profiling. This section also has Assessment Objectives, Scheme of Assessment, Specification Gridand Assessment Model.

Content

The content for English Language include:

l Listening/Observing

l Speaking/Signing

l Reading

l Writing/Brailing

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l Literacy and numeracy

School Syllabus (A breakdown of the National/ Official Syllabus)

IntroductionIt is a breakdown of the National Syllabus and is drafted at the school level with experts from the Learning area. Thismust be drawn at school level from the National Syllabus by reorganising content taking into account local factors(see unit 2 on Syllabus Interpretation).

Thus a School syllabus is a plan that states exactly what learners should learn at school in a particular Learning areafor example in English Language. It is a major curriculum document which:

l Prescribes what government would like to see taught in all schools as spelt out in the Curriculum Framework.

l Outlines the experiences that learners should undergo in a particular course of study for example Infant, Junior and Secondary levels.

l You are required to derive teaching concepts from the syllabus.

l Examinations are set from the syllabus.

Glossary / AppendicesIn some syllabuses, there will be a list of explanations of terms and additional information at the end. A list of equipmentand reference books might also be found here. As a teacher, it is important to have a copy of a School Syllabus thatis derived from the National Syllabus because public examinations are derived from the syllabus.

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DEfINITION

This is a document that you should draw from the National and School Syllabus. You should outline the Objectives,Activities, Content, and Methods. You should prepare your scheme cum plans two weeks ahead of the lesson deliverydate (You can use ICT tools to make your plans)

A Scheme of Work is a plan for something. Your Scheme of Work is a plan of action which should enable you toorganize teaching activities ahead of time. It is a summarized forecast of work which you consider adequate andappropriate for the class to cover within a given period from those topics which are already in the syllabus. A wellprepared Scheme of Work does the following:

l Gives an overview of the total course content.

l Provides for a sequential listing of learning tasks.

l Shows a relationship between content and resource materials.

l Provides a basis for long range planning, training and evaluation of the learning area.

A Scheme of Work can be made to cover even one term. Each year is divided into three terms, each withapproximately three months or thirteen weeks. A Scheme of Work should be made for each term, ideally beforelessons begin. When you are preparing a Scheme of Work, you should consider the following:

Understanding the syllabus

l You may not have been involved in curriculum development but you are expected to interpret and implement it correctly. This calls for a thorough understanding of the syllabus and the content in orderto achieve the stated objectives. Your role is simply to implement the syllabus as it is. It is importantfor you to be thoroughly conversant with the curriculum in order to implement it successfully.

Syllabus content

l Topics in the syllabus may not be arranged in the order they are supposed to be taught. Some topicsneed to be linked, while others are quite independent. You should both identify essential learning content and arrange it in a logical order. Related subjects should also be considered when scheming.Subject integration should be prioritised where possible.

Reference materials

l You should be familiar with available reference material necessary for effective coverage of the topicsin the scheme of work. You should effectively make use of learning resources in your environment.

Assessment

UNIT 3

SCHEMES Of WORK

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l Learners will be assessed in both Continuous and Summative methods. Your scheming should reflectthis.

Time allocation

l Your scheme should be contextual. That is, it should take context of disturbances that may occur during the course of term, such a public holidays, internal examinations, open days, sports days, visits from district, and province.

Objectives

l Each lesson should have objectives which pinpoint the anticipated learning behaviour of the learners.The objectives must be SMART, for example learners should be able to name types of transport in their area.

Methods You should state specific activities that you and the learners will perform, for example naming objects and pictures athome and school discussing, identifying and distinguishing.

Resourcesl Resources necessary for content coverage should be noted down with relevant page numbers, for

ease of referencing during lesson planning. References include books, journals, handouts, magazinesetc. Teaching resources also include equipment or apparatus that is available and appropriate. Youshould not indicate a teaching aid that will not be available.

Evaluation l This should be done immediately and timely, well before the next lesson. Indicate whether what was

planned for has been covered, whether there was over planning or failure of a lesson and reasons for either case to help you in consequent and future planning. Avoid remarks like excellent, O.k, because they are not relevant. Indicate strengths and weaknesses of the lessons taught.

COMPONENTS Of A SCHEME Of WORK

The components of a Scheme of Work are:

l Level of learners - state the level (grade) of learners you are scheming for.

l Subject - indicate the learning area you are scheming for.

l Week ending - the date should be clearly indicated

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l Topic - topics should follow the order which they are supposed to be taught, from simple to complex.

The layout of a Scheme of Work is usually horizontal and comprises the following column

LESSON EVALUATION:

Strength: Learners were able to say out their names

Weaknesses: Learners were not able to state where they came from. This took time as the teacher helped them.

Way forward: The teacher will write name tags with their names and where they come from after researching

You can incorporate a Lesson Plan into a Scheme of Work and come up with a Scheme-Cum Plan.

WEEKENDING

TOPIC/CONTENT

ObJEC-TIVES: by the end ofthe weeklearnersshould beable to

COMPE-TENCES/SKILLS

METHODS/ACTIVITIES

RE-SOURCES/REfER-ENCES/MEDIA

SUG-GESTEDMETHODS/ACTIVITIES

15/01/17 Names andcontactdetails

lSay/signtheir names

lStatewhere theystay

lSpeakingfluently

lLearnersnames

lLearnersaddress

lSingingsongs

lPlayinggames

lTellingeach othertheir namesandaddresses

-ICT tools

-Resource persons

-Charts

-Pictures

Crayons

Name tags

ICT tools

Games

EVALUA-TION

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DEfINITIONThis is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in the event of youhaving drawn a Scheme of Work rather than a Scheme Cum Plan.

By the end of this Unit, you should be able to:

l draw up a Lesson Plan

l identify relevant teaching-learning materials/ Media

l identify appropriate teaching methods

l evaluate the lesson delivery

COMPONENTS Of A LESSON PLANThe lesson plan involves:

l Preparation (Objectives, Media)

l Execution

- Introduction

- Lesson development

- Written work

- Conclusion

- Lesson evaluation

Below is an example of a detailed Lesson Plan:

DETAILED LESSON PLAN Date: 22 January 2017

Grade ECD A

Time: 11.30 -12.00

Learning Area: English Language

Topic/Content: Names and contact details

S.O.M: - National English Language Syllabus Topic 1 page 19

- Teacher’s Resource Book for the above.

- Text books.

Suggested Media: -Attendance register -ICT tools -Name tags - Crayons. - Games

UNIT 4

LESSON PLANS

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Number of students: 40

Assumed knowledge: Learners know their names

Lesson Objectives - say /sign their names

- state where they stay

- give parents’ contact details

STAGE UNITCONTENT

SUGGESTEDLEARNINGACTIVITIES AND NOTES

SUGGESTEDLEARNING

RESOURCES

Introduction -Introducing oneself The teacher introducesself-(name and address)

- ICT tools- Name tags- Charts

Step 1 -The teacher asks learn-ers to say out their namesand addresses

-Learners take turns tosay out their names andaddress

- ICT tools- Name tags- Charts - Attendance register

Step 2 -Telling each other theirnames and addresses inpairs

- Learners tell each othertheir names and ad-dresses in pairs

-ICT tools-Name tags-Charts

Step 3 -Games on names andaddresses

-Learners play games on names and addresses

- Name tags

Step 4 -Saying out their fullnames and addresses tothe class

Several learners say outtheir names to the class

Name tags

Conclusion -Homework on familymembers

Teacher gives homeworkto go and find names forfamily members

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LESSON EVALUATION:

Strengths:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Weaknesses:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Way forward

..............................................................................................................................................................................................

..............................................................................................................................................................................................

...................................................................................................................................................................... ..................

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DEfINITIONRecords are critical documents about the teaching and learning process.

INTRODUCTION

Records are critical documents about the teaching and learning process which you must keep as a teacher

They include:

- Syllabuses (National and School)

- Learners’ details

- Examination documents

- Mark lists

- Inventory

ObJECTIVESBy the end of this unit, you should be able to:

- identify the various records you are expected to keep.

- Prepa re accurate records.

- Interpret information from records to promote learning.

- Maintain and keep records safely.

- Appreciate the need to update records regularly.

RECORDS TO bE KEPT

- Official Syllabuses

- School Syllabuses

- Records of learner details

- Supervision records

- Learner Profiles

- Attendance Register

- Progress Records

All these records are very important and you should constantly administer and upgrade them. They should be readilyavailable for supervision.

UNIT 5

RECORD KEEPING

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PART b: CURRICULUM DELIVERY

INTRODUCTIONEnglish Language is an important tool for communication, cultural, political, religious, social and economicdevelopment. It also develops in the learner skills of critical thinking, problem solving, leadership and self-management, Information and Communication Technology (ICT) and resources management leading to social andeconomic development. Therefore, for effective curriculum delivery of this learning area, learner centred learningmethods and activities are encouraged. The use of Instructional teaching learning aids will create virtual realitiesthereby helping the learners to learn fast and capture their interest.

ObJECTIVESBy the end of this unit, you should be able to:

- select appropriate teaching methods for your lessons

- design meaningful and effective instructional material

- use a variety of learner-centered approaches

- plan and organise educational tours

- help pupils carry-out projects or experiments

- make good quality aids from available resources (Types: charts, puppets, models, drawings

slides, videos, pictures)

CONTENTThis refers to the Subject matter, Topics, Key concepts or Skills to be covered in a Learning area. Topics are the mainposts or pillars of content for the levels given in an itemised form and are core to the Learning area.

METHODOLOGIES As a teacher it is important for you to use problem solving and learner–centred approaches. You are the facilitatorand the learner is the performer. You should select appropriate teaching methods for your lessons. They should bevaried and motivating. The following methods are suggested for you and you should select one or several dependingon:

l The subject matter

l Instructional objectives

l The learner

l Your personality

l Learner’s level of development (cognitive, affective and psychomotor)

l Content to be covered

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l The time

l Instructional materials

l The environment

l Competencies to be developed

It is advisable that the learner be exposed to more than one method in a lesson. Teaching methods can be groupedunder three main categories:

a) Cognitive development methods

b) Affective development methods

c) Psychomotor development methods

a) COGNITIVE DEVELOPMENT METHODS

These are mainly didactive

- Discussion Method

- Questioning/Socratic Method

- Team Teaching Method

- Talk Show/Recitation Method

- Field Trip/Educational tours Method

- Futures wheel

- Group work

b) AffECTIVE DEVELOPMENT METHODS

- Modelling Method

- Simulation Method

- Dramatic Method

- Simulation Games

- Role-Playing Method

- Gallery walk

- Observation

c) PSYCHOMOTOR DEVELOPMENT METHODS

These are more learner activity based and heuristic:

- Gallery

- Inquiry Method

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- Interactive e-learning

- Discovery Method

- Process Approach Method

- Demonstration Method

- Programmed Learning Method

- Project Method, case studies, research

- Games

- Mastery Learning

- Song and dance

l Your subject matter should determine the most suitable teaching method/methods to use.

l The instructional objectives to be achieved by the end of the lesson also determine the choice of teaching methods.

l You must be very familiar with the teaching methods you want to use and be convinced they are themost appropriate for that lesson.

l You must consider the age, interest, level of development of the learners and ensure that all learnerswill benefit from the method you have chosen.

l You must consider time in relation to the methods chosen.

l You should consider the environment and the size of the class in settling for methods to employ.

TEACHING-LEARNING MATERIALSThese are materials that enhance the teaching and learning process. They assist you the teacher to achieve desiredobjectives while enabling learners to grasp concepts. They help learners learn better and faster, motivating themand stimulating interest.

SELECTING APPROPRIATE INSTRUCTIONAL MEDIAWhen selecting instructional media, you have to consider the following;

- Topic

- Level of learners

- Available resources

- Environment

- Number of learners

This teaching-learning media should be of good quality and user friendly considering the available resources in theschool. Examples of teaching and learning media appropriate in English Language are;

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l charts

l flash cards

l ICT tools

l newspapers

l magazines

l resource person

l mobiles

l work cards

Instructional media should be used effectively. It must serve the purpose it is meant for, rather than be mere windowdressing. You should design your media with the topic in mind. Charts and cards must be clearly written, with visiblecolours and correct size of script for the level of learners. Electronic equipment should be checked before the lessonso that it is in good working condition. If you are going to use complicated technical media, make sure you practisebeforehand so that you do not embarrass yourself in front of the class.

ASSESSMENT AND EVALUATION This is the measuring of the success of teaching in terms of teacher and learner performance. It provides you withfeedback on the acquisition of knowledge, skills and attitudes by learners.

Evaluation Methods l tests and exercises

l examinations

l homework

The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations andmodifications must be visible in both Continuous and Summative Assessment to enable candidates with special needsto also access assessments.

ASSESSMENT ObJECTIVESBy the end of the ECD A to Grade 2 English language l level, learners should be able to:

SPEAKING/ SIGNING- Greet and respond to greetings

- Describe events and situations

- Make polite requests

- Carry out a short conversation

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LISTENING/ OBSERVING Learners should be able to understand:

- Dialogue both formal and informal

- Narratives up to a maximum 100

- News items and respond to question

READING/ SIGNING Learners should be able to read:

- dialogues

- narratives

- descriptions

- authentic materials

WRITING/BRAILLING- Write legibly using the appropriate Nelson Script

- Construct correct sentences

- Write a coherent short narrative or dialogue

- Write a story based on a picture or sequence of pictures

COMPREHENSION- Answer questions based on an oral or written text

- Follow conversation and respond/interject appropriately

- Read a short story and be able to retell and summarise it

SCHEME Of ASSESSMENTEnglish Language will be assessed through Continuous Assessment at

Infant Level (ECD A to Grade 2)

Continuous AssessmentContinuous Assessment shall involve Projects, Written Tests, Assignments and

Practicals.

NOTE:A profile system has to be developed for every child to capture those attributes that cannot be measured suchas the soft skills. A folio comprises Projects, Written Tests, and Practicals collated termly, from ECD A to Grade2.Observation Schedules, Checklists, Tests and Project Tasks are to be set at school, cluster, district and national

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levels.

CLASS MANAGEMENTThis is the process of planning, organizing, leading and controlling class activities to facilitate learning.

CREATING AN EffECTIVE LEARNING ENVIRONMENT

This covers classroom organization from:

l Physical environment:

- Clean, tidy and airy classroom and furniture arranged carefully for safety and teaching aids that are visible to learners.

l Emotional environment:

- You need to be firm yet warm and pleasant. As a teacher you must set

the right tone, telling your learners what behaviour you expect from them.

l Grouping:

- You may group your learners according to needs, abilities, problems but never by sex. Encourage them to share ideas in groups.

l Class control and discipline:

- You must be knowledgeable of the school policy on discipline. A teacher must alwaysbe firm but fair. Good behaviour must be acknowledged and punishments must be corrective not cruel. You should create an atmosphere of trust and honesty in your class and aim for intrinsic discipline.

l Motivation:

- As a teacher you must make your learners feel important through recognizing and rewarding achievements, and encouraging those who are lagging behind. Rewardsshould not be food, but positive remarks, or items related to learning like pencils andcrayons or even displaying their work on the wall. Calling pupils by their names creates good rapport with learners. You should also be a role model to your learnersby the way you handle yourself.

l Supervision:

- You must check learners’ work in order to guide and correct them in

all areas from group discussions, games, field trips and even when they

are going to the convenience rooms.

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Brunner’s Spiral approach will be adopted where the same topics are taught at every level ECD A to Grade 2, butgaining in breadth and depth as one goes up the ladder. As reflected in the Scope and Sequence Chart, the sametopics are covered at each level but the difference is in breadth and content coverage. The level of complexityincreases as the learner progresses from one level to the other. Refer to the Syllabus for Topic Objectives, ContentSuggested Learning Activities and Suggested Resources.

The following topics are to be covered at ECD A to Grade 2

UNIT 6

COMPENTENCY MATRIX

ECD A ECD b GRADE 1 GRADE 2

SKILL 1: LISTENING/ObSERVING- Animal and objectsounds

- Sounds and sources

- Voices of people

- Musical instruments

- Following instructions

- Story telling

- Yes /No responses

SKILL 2: SPEAKING/SIGNING

- Greetings

- Names and contact de-tails

- News and stories

- Likes and dislikes

- Yes/ No questions

SKILL 1: LISTENING/ObSERVING- Writing

- Scribbling

- Drawing

- Patterns

- Tracing

- Animal and objectsounds

- Sounds and sources

- Voices of people


- Following instructions

- Story telling

- Yes/No responses


- Greetings

- Names and contact de-tails

- News and stories

- Likes and dislikes

-Y es/No Questions

SKILL 1: LISTENING/ObSERVING- Animal and object sounds

- Phonic sounds

- Radio and television sto-ries

- Following oral instruc-tions

- Stories

- Yes/No statements


- Phonic sounds

- Interpersonal communi-cation

- Family links

- Feelings

- Oral questions

SKILL 1: LISTENING/ObSERVING- Instructions

- Phonics

- Terminal sounds

- Diphtong sounds

- Instructions

- Short stories

- Radio and tevelvisionstories

- Dictation/ Spellings

- Responding to Yes/Nostatements


- Phonic sounds

- Langauge structures

- Fluency

- News and stories

- Oral questions

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Methodology (learner centredness)

Remember as the teacher you facilitate the learning process. Learner centred participatory methodologies areencouraged. These among others include role play, group work, discussions and singing songs.

MEDIAl ICT tools

l Pictures of family members and different people

- Actions with words

- People, animals and ob-jects

SKILL 3: READING/SIGNING

- Orientation- Photographs and nametags

- Games

- Objects

Arrangement

- Picture stories

- Phonics

- Naming

SKILL 4: WRITING/bRAILING

- Writing

- Scribbling

- Drawing

- Patterns

- Tracing

- Actions with words

- People, animals and ob-jects


- Orientation

- Photographs and nametags

- Games

- Objects arrangement

- Picture stories

- Phonics

- Naming


- Writing

- Scribbling

- Drawing

- Patterns

- Tracing

- Fluency

- Greetings and requests


- Orientation

- Phonic sounds

- Punctuation

- Word attack

- Reading words


Extensive reading

- Penmanship/ Handwrit-ing

- Words

- Descriptions

- Creative writing

- Spelling and dictation

- Punctuation

- Comprehension

- Language functions

- Descriptions

- Attitudes, feelings, opin-ions and interests


- Phonics

- Comprehension

- Reading for leisure

- Retell stories

- Punctuation

- Referencing

- Extensive reading


- Permanship/ handwriting

- Conjunctions

- Description

- Language structures

- Punctuation

- Comprehension

- Spelling and dictation

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l Balls

l Different types dolls of

l Skipping ropes

l Toys

l Resource Persons

l Blocks

l School buildings

Assessment

Learners must be assessed continuously throughout the learning process. The teacher has to profile learners as well.

DO THE SAME fOR ALL REMAINING TOPICS

Topics are further broken down into Sub- Topics/Sub -Skills depending on the Learning area. The English LanguageScope and Sequence Chart has been attached below under Annexture 1

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ANNEXTURE 1

INfANT SCOPE AND SEQUENCE CHART

SKILL 1: LISTENING/ ObSERVING

ECD A/ b Grade 1 Grade 2

• Sounds in their immediate environment

- Sounds of objects

- Voices of people


• Instructions

• Stories

• Yes/No responses

• Sounds made by different objects and animals in their locality

• The (44) English phonic sounds

• Vowel sounds between pairs of words such as cat / cart, bun/burn, bed/bird

• Initial consonant sounds in pairs of words such as pin/bin, bun/gun, cat/pat

• Cardinal vowels such as a e i o u and their variations

• Stories

• Yes/No statements

• Instructions

• Long and short vowel sounds such as bit/beat, hut/heart

• Pairs of words whose terminal sounds are similar such as after/ ruler, doctor/actor, measure/leisure

• Diphthong sounds such as –ei- fail, pail, -au- cow, bow, --ai – fine, line

• Single instructions of up to ten words

• Stories

• Dictation and spelling

• True/False or Yes/No statements

29


SKILL 2: SPEAKING / SIGNING


• Verbal greetings

• Names, contact numbers and home addresses

• Stories and news

• Likes and dislikes

• Yes/No questions

• Objects in their immediate environment

• English phonic sounds

• Interpersonal communication in real life situations and experiences

• Asking and answering questions

• Responses to short questions about concrete objects and pictures

• Questions and answers

• Songs, jingles and rhymes

• Appropriate forms of greetings and requests

• Feelings and attitudes

• Consolidation English phonic sounds learnt in Grade 1

• Sentence Construction

• Fluency, confidence and accuracy development through drills, dialogues, language games, songs and rhymes

• Attitudes, feelings, opinions and interests

• Objects and pictures at school and at home

• Appropriate forms of register for functions such as greetings, thanking, apologising and requesting

• News and stories

30


SKILL 3: READING/ SIGNING


• Left to right and top to bottom orientation

• Picture Reading:- their own photographs and name tags

• Games such as jigsaw puzzles, picture dominoes

• Rear objects

• Sequencing objects and picture stories

• Picture phonics:- naming objects and

occupations from pictures

• Left to right and top to bottom orientation

• Reading whole words whose sounds and meaning are familiar- word to word matching- word to picture matching- simple word games

• Reading simple phonic words with same initial sound such as door, dog, doll

• Reading words beginning with consonant digraphs such as shoe, short, shirt, chair, chain

• Word attack skills: - use of flash cards, chalkboard, objects as well as picture reading books

• Capital letters and full stops

• Reading for enrichment

• The relationship between spellings and sounds such as phonic families like: pull, push, look, cook, gate, late

• Reading orally with expression

• Reading materials for leisure and enjoyment

• Reading to retell a story

• Capital letters, question marks and full stops

• Reading for enrichment

• Referencing skills;

- use of a picture dictionary

• Reading Comprehension

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SKILL 4: WRITING/ bRAILILING


• Handling crayons and beginners’ pencils

• Left to right or right to left for slate and stylus and top to bottom orientation

• Hand-eye coordination- scribbling - writing patterns

• Drawing and colouring

• Tracing around objects

• Penmanship skills such as handling of a pencil or crayon correctly, left to right or right to left for slate and stylus orientation

• Shaping letters correctly using the Grade 1-2 Nelson Script

• Writing small and capital letters of the alphabet

• Writing single words using the Grade 1-2 Nelson Script

• Sentences Construction :- Subject + verb + Object - use of the Simple Present and Present Continuous tenses

• Punctuation marks:- Capital letters and full stops

• Short sentences and stories: - descriptions of people, objects and pictures

• Comprehension questions

• Dictated / signed words and short sentences

• Handwriting using unjointed letters

• Conjunctions ‘and’ and ‘but’

• Descriptions of people, objects and pictures

• Guided compositions

• Grammatical structures such as nouns, pronouns, verbs, adverbs, prepositions and adjectives

• Punctuation Marks:

- question marks, full stops and capital letters

• Comprehension questions

• Dictated / signed words and short sentences

Documents

INFANT SCHOOL LEVEL (EARLY CHILDHOOD DEVELOPMENT TO …mopse.co.zw/sites/default/files/public/teacher... · - Infant school goals CURRICULUM fOR PRIMARY AND SECONDARY EDUCATION (2015